Add to ORKGThe University of Sunderland was approached by Together for Children in the Autumn of 2018 to ‘investigate the factors that impact upon social and emotional wellbeing of children and young people from 3-16 years in Sunderland City which may lead to exclusion from school’. The purpose was to provide a research-informed review of mainstream schooling in the City, through a detailed examination of the personal lived experiences of children and their caregivers who experienced exclusion from school. The research also elicited the perceptions and experiences of other stakeholders across health, education and support services on the enablers and barriers to mainstream education for children vulnerable to school exclusion
There have been growing concerns in England about increasing numbers of students, many of whom have ...
174 children, caregivers and professionals interviewed. In addition, there were three advisory group...
The provision of ‘extended schools’ in England forms one part of series of educational and social in...
In the Autumn of 2018, the University of Sunderland was approached by Together for Children to ‘inve...
The University of Sunderland was approached by Together for Children in the Autumn of 2018 to ‘inves...
Together commissioned this report for Children (TfC) to the University of Sunderland, School of Educ...
In the Autumn of 2018, the University of Sunderland was approached by Together for Children to ‘inve...
Five in-depth research publications led by Sarah Martin-Denham, an academic with her research team a...
This report is a commission from Together for Children (TfC) to the University of Sunderland, School...
The issue of school exclusion has made national headlines and is a complex topic that continues to b...
This policy brief is based on the thematic analysis of interviews with 46 headteachers (HTs) regardi...
This is the author accepted manuscript. The final version is available from the publisher via the DO...
Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision...
This is the author accepted manuscript. The final version is available from Wiley via the DOI in thi...
Government data indicates that Fixed Period Exclusion (FPE) rates in primary schools are not in-keep...
There have been growing concerns in England about increasing numbers of students, many of whom have ...
174 children, caregivers and professionals interviewed. In addition, there were three advisory group...
The provision of ‘extended schools’ in England forms one part of series of educational and social in...
In the Autumn of 2018, the University of Sunderland was approached by Together for Children to ‘inve...
The University of Sunderland was approached by Together for Children in the Autumn of 2018 to ‘inves...
Together commissioned this report for Children (TfC) to the University of Sunderland, School of Educ...
In the Autumn of 2018, the University of Sunderland was approached by Together for Children to ‘inve...
Five in-depth research publications led by Sarah Martin-Denham, an academic with her research team a...
This report is a commission from Together for Children (TfC) to the University of Sunderland, School...
The issue of school exclusion has made national headlines and is a complex topic that continues to b...
This policy brief is based on the thematic analysis of interviews with 46 headteachers (HTs) regardi...
This is the author accepted manuscript. The final version is available from the publisher via the DO...
Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision...
This is the author accepted manuscript. The final version is available from Wiley via the DOI in thi...
Government data indicates that Fixed Period Exclusion (FPE) rates in primary schools are not in-keep...
There have been growing concerns in England about increasing numbers of students, many of whom have ...
174 children, caregivers and professionals interviewed. In addition, there were three advisory group...
The provision of ‘extended schools’ in England forms one part of series of educational and social in...